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Why I Do NOT Compromise on Coverage when I Teach?

Why I Do NOT Compromise on Coverage when I Teach?
AUTHOR : QF | READ TIME: 10-15 mins

“To be, or not to be” the iconic opening line delivered by Prince Hamlet in William Shakespeare’s Hamlet Act 3 Scene 1. Wondering what does a trainer of finance have to do with this kind of a dramatic opening.. Let me build the context.. You see as a trainer not just me but most of my fellow educators too, encounter with this classic problem.. “To teach complete (100% of the content) or not to teach (100% of the content)” Should we cherry pick the learning we impart depending upon the audience (students) we are catering to or endeavour to make the learning experience complete for the student population at large irrespective of whether they are “bright” or “not so bright”. For the record I simply detest and abhor this categorization where we based on our extremely limited judgement categorize learners into classes of bright, dull, slow, fast and what not. Its absolutely myopic and does extreme disservice to the learners.
Apologies for the digression but coming back to the theme.

Well, as an educator, I believe that I am duty bound to impart complete learning to my students. I cannot give myself the prerogative to cherry pick concepts that need to be explained and concepts that need not be since the same may be difficult for the student to grasp and synthesize. As a faculty I am obligated to make concepts digestible and simple for consumption by all. This challenge of deciding on weather to train 100% or cherry pick is not unique to higher finance only but cuts across the learning landscape. Just that in higher finance as a faculty I can give myself more options to not train in as the complexity multiplies.

In my teaching career spanning close to 30 years, I have trained close to a million students across a varied bouquet of courses in finance. From Indian courses like CA, CMA to global courses like CFA, FRM to imparting skill-up training on options & derivatives in stock markets. Let me stick out my neck in saying that if we as educators do not give our 100% in teaching 100% of the content that the curriculum advises, we are doing a huge disservice to the community at large and especially to the student community we are committed to serve. In fact the endeavour should be to integrate academic learning with the real-world to make the experience complete and wholesome.

Earlier this year when I started a fresh LIVE batch for CA Final SFM, Adani-Hinderburg episode was at its peak. I introduced the entire syllabus of CA Final SFM using the Adani saga. This not only made the content interesting but also allows introduces the student to the real world of finance. Sharing the link just in case you may be curious:

On the same lines, while training for the reading on Business Models in Corporate Issuers in CFA Level 1, I used the example of Zomato and Facebook. Sharing the relevant links below for a ready reference

  1. CFA Level 1 | Corporate Issuers | Business Models | Facebook
  2. CFA Level 1 | Corporate Issuers | Business Models Zomato

Integrating core academic learning with real world case studies many a times helps a trainer like me to explain certain concepts or detail some aspects of learning which if I had relied on from a pure academic reading could be very difficult and, in many cases, not palatable to the students. More so the learning is more complete also when concepts are explained using what we are seeing around us.

As an educator, I believe that it is important to teach 100%, not compromise, and not presume that the ‘masses’ won’t be able to consume what is delivered. What needs to be ensured is that as a trainer we are putting in our best effort to make the content simple and consumable by the entire learning fraternity. This is especially true in higher finance, where the material can be complex and challenging.
In my modest teaching experience where I have delivered training in higher finance, I have seen firsthand the benefits of teaching 100%. When I teach conceptually, using real-world examples, and providing intuition behind every formula, my students are able to understand the material more deeply. They are also better able to apply what they have learned to real-world situations.
Of course, not all students will learn at the same pace or to the same degree. However, I believe that it is important to provide all students with the opportunity to learn at their own pace and to the best of their ability. This means not compromising on the quality of instruction, even if it means that some students may struggle.

I understand that some educators may feel pressure to compromise their teaching in order to accommodate the ‘masses’. However, I believe this is a huge lack on our part and not on the student’s. When we compromise our teaching, we are doing a disservice to our students and in fact setting them up for failure in the future.

In today’s world where Artificial Intelligence (AI) is fast replacing human efforts, it is even more important than ever for learners to have a strong foundation and complete learning experience. It is only when our learning is complete that we can elevate to higher levels and beat the AI blues.

My closing remarks.. If you are an educator, I implore you to teach 100%, not compromise, stretch that extra bit in making your training widely consumable by the entire diaspora of student community and not chosen few. Not just the students but the entire eco-system will thank you for the complete learning you impart.

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